Month: March 2026

Building Better eLearning: Management and Support Strategies That Work

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This post is provided by guest blogger, Stephanie Lawrence, graduate student at the University of St. Francis, MS in Talent Development program.

In the article, Supporting e-learning in the workplace: A framework for practice, Chyung and Kickul (2023) lay out a comprehensive plan for managing eLearning in the workplace. They explain how successful programs go beyond just delivering content, they require thoughtful planning, leadership support, and tools that keep learners engaged and supported. Their framework stresses learner-centered design, hands-on help when needed, and ongoing evaluation to make sure training stays relevant and effective over time. Continuous improvement is critical for aligning training with business goals.

This article does a great job making connections between strategy and what actually helps people learn. Chyung and Kickul (2023) combine research with real-world examples, enabling application. One thing that could improve the article is a bit more focus on change management, especially when teams are new to eLearning. The shift from traditional learning to eLearning can be difficult for some audiences. Still, this article is valuable for talent development professionals and training teams who are working on larger digital learning efforts.

Categories: Instructional Design, Adult Education, E-learning

Reference:

Chyung, S. Y., & Kickul, J. (2023). Supporting e-learning in the workplace: A framework for practice. Performance Improvement Quarterly, 36(2), 137–153. https://doi.org/10.1002/piq.21486

E-Learning Success is in Student Engagement

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This post is provided by guest blogger, Kurt Krauss, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

Recently, I came across an article from Northern Illinois University on “Recommendations to Increase Student Engagement in Online Courses” that offered a number of fact-backed suggestions for student success in E-learning. The article offered five categories including: Setting Expectations and Model Engagement, Building Engagement and Motivation with Course Content and Activities, Initiating Interaction and Create Faculty Presence, Fostering Interaction between Students and Create a Learning Community, and Creating an Inclusive Environment. In 30 talking-point specific subcategories, they reiterated that how the professor regularly engages with the student and creation of a virtual classroom will ultimately be determining factors in the student’s learning experience.

In researching credible sources in higher education, I often look to articles published by other accredited universities and colleges; obviously Northern Illinois University is one of them. Backing their findings, they cited studies from several educational journals and additional publications. Online learning is an evolving field, however the constant will remain student engagement in learning.

Reference: Northern Illinois University Center for Innovative Teaching and learning. (n.d.). Recommendations to increase student engagement in online courses. https://www.niu.edu/citl/resources/guides/increase-student-engagement-in-online-courses.shtml

Evaluating the Future of e-Learning Platforms

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This post is provided by guest blogger, Leah Koncir, graduate student University of St. Francis, MS

In “LMS in 2025: top trends transforming the future of education,” S. Smith (2024) explores emerging trends in Learning Management Systems (LMS) that are set to redefine educational delivery. The article highlights advancements such as AI-driven personalization, data analytics, mobile-first learning, gamification, collaborative learning, blockchain for credentialing, and immersive technologies like AR and VR.

While the article offers a comprehensive overview of these innovations, it could benefit from a more critical analysis of potential challenges in implementing such technologies. For instance, the integration of AI and data analytics raises concerns about data privacy and the need for robust security measures. Additionally, the adoption of immersive technologies may face obstacles related to cost and accessibility. Addressing these considerations would provide more balanced perspective on the future of LMS in education.

Category: E-Learning

Reference:

Smith, S. (2024, January). LMS in 2025: Top trends transforming the future of education. eLearning Industry. https://elearningindustry.com/lms-top-trends-transforming-the-future-of-education

Perils and Promise of the Shiny New Object

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This post is provided by guest blogger, Suzanne Gillespie, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

Dannewitz’s (2025) TD Magazine article, “All That Glitters Is Not Gold” argues that while emerging learning technologies can feel exciting and futuristic, L&D professionals must resist being dazzled by novelty alone. The article emphasizes distinguishing hype from tools that genuinely improve performance. It encourages practitioners to evaluate technologies based on clear business needs, measurable outcomes, and practical integration into existing workflows. Rather than chasing flashy demos—like AI chatbots or immersive VR—the piece urges focusing on solutions that solve real problems, scale sustainably, and enhance everyday learning experiences. Ultimately, meaningful impact—not trendiness—should guide technology adoption.

TD Magazine, a publication from the Association for Talent Development, is a reputable source within the learning and development field, so the article carries solid credibility, especially for practitioners seeking grounded perspectives on emerging technologies. The article “All That Glitters Is Not Gold” is useful because it challenges readers to look past hype and evaluate tools based on real organizational impact. Its emphasis on strategic decision‑making makes it valuable for L&D leaders, instructional designers, and HR professionals who must justify technology investments. While the article offers practical guidance, it could go further by providing downloadable evaluation frameworks or concrete case studies. Still, it serves as a thoughtful reminder to prioritize substance over novelty.

Reference

Dannewitz, B. (2025, October 31). All that glitters is not gold. TD Magazine. https://www.td.org/content/td-magazine/all-that-glitters-is-not-gold